This study explores the use of drawing task in the implementation of task-based language teaching to teach reading comprehension. The result reported here is a part of an experimental study which sought to look at the contribution of different task types on the students' reading comprehension. One of the tasks was drawing task. This study involved one randomly selected class of the 10th year senior high school students in Padang (West Sumatera). The data were collected through reading test and observation. The result of the data showed that drawing task was the most successful task. It is indicated by the average score the students gained in the test; that is 95. The result of observation also revealed that drawing task was interesting for the students. There are some factors which may explain these findings. In addition to its attractive sense, Drawing Task offers more authenticity and creativity to the students to deal with their reading text and comprehension. This leads to high motivation and engagement in reading and doing the tasks. However, some challenges in Drawing Task implementation need to be taken into account such as preparation, task duration, and text types.

In task-based language teaching, task is classroom activity which emphasizes target language use and focuses on meaning. In teaching reading, the role of task is pivotal. It helps to provide context for students to read as reading activity in real-world. The concept of task is, however, complex in which it has some types and criteria. Different task may result in different effectiveness to teach reading. This study is aimed at exploring the use of different tasks to teach reading and seeking for students’ perception about the use of those tasks. The data were obtained from a study involving 36 students of one of senior high schools in Padang. There were five different tasks designed based on task-like criteria. At the end of every meeting, the students were given a reading test to check their comprehension quality toward the text. A task perception questionnaire was then deployed to the students in order to find out their view toward the tasks. The data were analyzed and discussed descriptively. The result of analysis indicates that, in general, the five different tasks help the students to comprehend the text. However, based on the average score of reading test, drawing task appeared to be the most effective task due to some important reasons. The result of questionnaire also confirmed that, in all aspects, drawing task is positively viewed by most of the students.

So far, the process of teaching in many reading classrooms offers students less chance to use target language communicatively. Mostly, language forms are introduced early before students read texts alternately. The activity is then followed by group work or discussion. As such, students will not be able to develop their ability in using target language intended for real communication. In order to deal with this condition, it is argued that the use of task will be fruitful. Unlike common classroom activities, task has some specific criteria which will provide context and stimulate students to produce target language meaningfully so that reading activity will be more communicative. Through its three main principles, namely pre-task, task cycle and language focus, task-based instruction will help students to focus mainly on meaning without overlooking the importance of language forms. This will help students to make sense of the language they have experienced during task performance. This article proposes the feasibility of task-based language teaching implementation intended for teaching reading comprehension in senior high school.

This study is set out to investigate the influence of task-based language teaching implementation to teach reading comprehension to EFL students. It involved the first-year students of SMAN 3 Padang as research population. They were consisted of eight classes. Two groups were assigned as experimental and control class. There were 36 students in each class. The groups were taught by using different teaching instruction. Experimental group were taught by using task-based language teaching while control group were taught by using conventional teaching. After several treatments, these groups were given reading comprehension test in order to see their comprehension quality toward reading text. The test was in form of short answer response and consisted of 26 valid and reliable items. As prerequisite analysis, normality and homogeneity testing were conducted in order to analyze the result of the test. Subsequently, independent sample t-test was conducted in order to test the research hypothesis. Based on the result of analysis, it was found that tobtained (3.503) was higher than ttable (1.669). It designates that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Otherwise speaking, task-based language teaching gives positive influence toward students’ reading comprehension